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UNIT 5

When one has been wronged, it can

be difficult to forgive. How do we

choose to move on from

painful situations?

Virtue and Vengeance

SCAN FOR MULTIMEDIA

Discuss It Why can it be difficult to forgive someone who has wronged you in some way?

Write your response before sharing your ideas.

The Tempest 1: Rock the Ship

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UNIT INTRODUCTION

PERFORMANCE TASK

Writing Focus:

Write an Argument

EssEntiAL QuEstion:

What motivates us to forgive?

SMALL-GROUP LEARNING

WHOLE-CLASS LEARNING

INDEPENDENT LEARNING

REFLECTIVE ESSAY

The Sun ParlorDorothy West

LITERATURE AND CULTURE

Historical ContextThe Tempest

PERFORMANCE TASK

spEAking And ListEning Focus:

Present an Argument

PERFORMANCE-BASED ASSESSMENT PREP

Review Evidence for an Argument

MEDIA: WEB ARTICLE

The Forgiveness Project: Eric LomaxThe Forgiveness Project

BOOK REVIEW

A Dish Best Served ColdAminatta Forna

CRITICISM

from Shakespeare and the French PoetYves Bonnefoy, translated by John Naughton

FOLKTALE

What We Plant, We Will Eatretold by S. E. Schlosser

INFORMATIONAL TEXT

Understanding ForgivenessPBS

SPEECH

Let South Africa Show the World How to ForgiveDesmond Tutu

POETRY COLLECTION 2

They are hostile nationsMargaret Atwood

Under a Certain Little StarWisława Szymborska, translated by Joanna Trzeciak

PERFORMANCE-BASED ASSESSMENTArgument: Essay and Informal Speech

proMpt:

Can justice and forgiveness go hand in hand?

unit 5

LAuncH tEXt ArguMEnt ModEL

Neither Justice nor Forgetting: Defining Forgiveness

ANCHOR TEXT: POETRY COLLECTION 1

En el Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His ReflectionVirgil Suárez

CalibanJ. P. Dancing Bear

ANCHOR TEXT: DRAMA

The TempestWilliam Shakespeare

Act I

Act II

Act III

Act IV

Act V

MEDIA CONNECTION:Dressing The Tempest: Slide Show, The New York Times

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UNIT 5 INTRODUCTION

READING GOALS

•Evaluatewrittenargumentsbyanalyzinghowauthorsstateandsupportclaims.

•Expandyourknowledgeanduseofacademicandconceptvocabulary.

WRITING AND RESEARCH GOALS

•Writeanargumentativeessayinwhichyousupportclaimsusingvalidreasoningandrelevantevidence.

•Conductresearchprojectsofvariouslengthstoexploreatopicandclarifymeaning.

LANGUAGE GOAL

•Quotedirectlyfromthetextwithexactquotations;paraphraseanideabyrestatingitinyourownwords.

SPEAKING AND LISTENING GOALS

•Collaboratewithyourteamtobuildontheideasofothers,developconsensus,andcommunicate.

•Integrateaudio,visuals,andtextinpresentations.

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Unit GoalsThroughouttheunit,youwilldeepenyourperspectiveofforgivenessbyreading,writing,speaking,listening,andpresenting.ThesegoalswillhelpyousucceedontheUnitPerformance-BasedAssessment.

Ratehowwellyoumeetthesegoalsrightnow.Youwillrevisityourratingslaterwhenyoureflectonyourgrowthduringthisunit.

SCAN FOR MULTIMEDIA

SCA

LE 1 2 3 4 5

NOTATALL NOTVERY SOMEWHAT VERY EXTREMELY WELL WELL WELL WELL WELL

STANDARDSLanguage Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

494 UNIT5•VIRTUEANdVENgEANCE

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WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS

allusion

ROOT:

-lud-/-lus-“play”

1. Because the audience did not understand the allusion to The Tempest, the joke fell flat.

2. The allusion to World War I helps readers understand the characters’ anxiety.

allude; allusive

articulate

ROOT:

-art-“join”

1. If you articulate your ideas more clearly, people may be swayed to your point of view.

2. Each student was asked to articulate one concern.

contentious

ROOT:

-tend-/-tens-“stretch”; “strain”

1. The candidate began with a contentious remark that angered her opponent.

2. The diplomat tries to resolve conflicts by taking a peacemaking rather than a contentious approach.

vehement

ROOT:

-veh-/-vect-“carry”; “drag”

1. The winning debater’s argument was both vehement and logical.

2. Despite vehement opposition, the council chose to make an unpopular budget cut.

tolerate

ROOT:

-tol-“bear”; “carry”

1. The music was so loud we could barely tolerate it.

2. The referee warned both teams that she would not tolerate cheap fouls.

Academic Vocabulary: ArgumentAcademic terms appear in all subjects and can help you read, write, and discuss with more precision. Here are five academic words that will be useful to you in this unit as you analyze and write arguments.

Complete the chart.

1. Review each word, its root, and the mentor sentences.

2. Use the information and your own knowledge to predict the meaning of each word.

3. For each word, list at least two related words.

4. Refer to a dictionary or other resources if needed.

ESSENTIAL QUESTION: What motivates us to forgive?

Follow Through

Study the words in this chart, and mark them or their forms wherever they appear in the unit.

Unit Introduction 495

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SCAN FOR MULTIMEDIA

Neither Justice nor Forgetting: Defining Forgiveness

UNIT 5 INTRODUCTION

NOTES The concept of forgiveness is central to William Shakespeare’s play The Tempest. Some readers maintain that its main character,

Prospero, represents this noble virtue. However, a careful reading shows evidence to the contrary as Prospero’s forgiveness always has a price.

From the beginning, Prospero seizes every opportunity fate brings him to get revenge. The storm from which the play takes its title puts his brother, Antonio, within Prospero’s grasp. Twelve years earlier, Antonio took Prospero’s land and power and exiled him to a distant island. Prospero’s anger still burns.

Prospero’s revenge is made possible by his own cunning. During his exile, he studied sorcery. The storm that batters Antonio’s party is one that Prospero uses magic to create. He is sincere when he asks Ariel, his magical servant, “But are they, Ariel, safe?” However, he does not flinch at the miseries the sailors endure.

In this same exchange, Prospero taunts Ariel when the sprite requests his freedom. At length, Prospero reminds Ariel that he once rescued him from a magical prison. He browbeats Ariel until the sprite grovels. Then, before Prospero offers Ariel freedom, he makes him meek with a threat:

If thou more murmur’st, I will rend an oak And peg thee in his knotty entrails till Thou hast howled away twelve winters.At other times, Prospero savors victory, demonstrating his power

and control before offering a change of heart. In this speech, he teases Antonio before accepting his brother’s apology:

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LAUNCH TEXT | ARGUMENT MODEL

This selection is an example of an argument, a type of writing in which the author states and defends a position on a topic. This is the type of writing you will develop in the Performance-Based Assessment at the end of the unit.

As you read, think about how the writer builds a case. Mark the text to help you answer this question: What is the writer’s position, and what evidence supports it?

496 UNIT 5 • VIrTUe aNd VeNgeaNce

Word NetWork For Virtue aNd VeNgeaNce

Vocabulary A Word Network is a collection of words related to a topic. As you read the selections in this unit, identify interesting words related to forgiveness, and add them to your Word Network. For example, you might begin by adding words from the Launch Text such as victory, resentment, and revenge. Continue to add words as you complete this unit.

Tool Kit Word Network Model

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NOTES

ESSENTIAL QUESTION: What motivates us to forgive?

victory

resentment

revenge

For you, most wicked sir, whom to call brother Would even infect my mouth, I do forgive Thy rankest fault—all of them; and require My dukedom of thee, which perforce, I know, Thou must restore.

If to forgive is to let go of anger and resentment, then Prospero cannot be called forgiving.

Caliban, Prospero’s prisoner and servant, presents another example of forgiveness mixed with punishment. For all practical purposes, Prospero has enslaved Caliban because the creature once menaced his daughter Miranda. Later, in an effort to be free, Caliban plots to kill Prospero. Yet Prospero neither respects Caliban nor finds him threatening. Instead, he describes him as a “Dull thing . . . that Caliban / Whom now I keep in service.”

Prospero ultimately shows Caliban mercy, which could be seen as forgiveness. But he first punishes Caliban thoroughly and continues to hold him in contempt. His forgiveness is less an emotional change than a simple dismissal of Caliban’s importance.

As some critics interpret The Tempest, Prospero is moved to mercy by Ariel’s sadness for the shipwreck victims. His anger softened, Prospero learns to forgive. But again, for Prospero, bygones cannot be bygones until he has received an apology:

. . . The rarer action is In virtue than in vengeance. They being penitent, The sole drift of my purpose doth extend Not a frown further. . . .Shakespeare is the foremost dramatist in the English language

with good reason. In Prospero, he creates a complex portrait in which anger, the desire for control, the need for vengeance, and the will to forgive battle it out. In the end, Prospero does let go and forgive, but not before bringing his enemies to their knees. ❧

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FORGIVENESS

Neither Justice nor Forgetting: Defining Forgiveness 497

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UNIT 5 INTRODUCTION

Launch ActivityFour-Corner Debate Consider this statement: There are some misdeeds that should never be forgiven.

•Record your position on the statement.

Strongly Agree Agree Disagree Strongly Disagree

•Form a group with like-minded students in one corner of the classroom. Discuss questions such as, “What examples from literature, movies, history, or your own observations of life lead you to take this position?”

•After your discussion, have a representative from each group present a two-tothree-minutesummaryofthegroup’sposition.

•After all the groups have presented their views, move into the four corners again. If you change your corner, be ready to explain why.

SummaryWrite a summary of “Neither Justice nor Forgetting: Defining Forgiveness.” A summary is a concise, complete, and accurate overview of a text. It should not include a statement of your opinion or an analysis.

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EVIDENCE LOG FOR VIRtuE aND VENGEaNCE

Review your QuickWrite. Summarize your thoughts in one sentence to record in your Evidence Log. Then, record textual details or evidence from “Neither Justice nor Forgetting: Defining Forgiveness” that support your thinking.

Prepare for the Performance-Based Assessment at the end of the unit by completing the Evidence Log after each selection.

QuickWriteConsider class discussions, presentations, the video, and the Launch Text as you think about the prompt. Record your first thoughts here.

PROMPT: Can justice and forgiveness go hand in hand?

ESSENTIAL QUESTION: What motivates us to forgive?

Title of Text: Date:

CONNECTION TO PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS

How does this text change or add to my thinking? Date:

Tool KitEvidence Log Model

SCAN FOR MULTIMEDIA Unit Introduction 499